Introduction: Neurodevelopmental disabilities have been increasing over time, therefore there is an amplified need for psychometrically sound measures of psychosocial well-being to assist in proper diagnosis and treatment planning. This study aimed to evaluate the test-retest reliability and internal consistency of six measures of psychosocial well-being in a group of adolescents diagnosed with developmental disorders. Methods: Thirty-five adolescent students’ ages 14 to 22 with developmental disabilities, 35 parents, and 3 teachers anwered surveys measuring psychosocial well-being. Test-retest reliability was measured using the intraclass correlation coefficient, and internal consistency was measured using Cronbach’s α. Results: The total scores of the Asher Loneliness Scale (ICC = .73, Cronbach’s α = .75), Fear Survey Scheduled for Children-Revised (ICC = .85, Cronbach’s α = .97), Multidimensional Students Life Satisfaction Scale (ICC = .78, Cronbach’s α = .82), Strengths and Difficulties Questionnaire, parent version (ICC = .88, Cronbach’s α = .78), Strengths and Difficulties Questionnaire, teacher version (ICC = .70, Cronbach’s α = .86), and the Student Teacher relationship Scale (ICC = .88, Cronbach’s α = .86) produced adequate test-retest reliability and internal consistency. Results for the Academic Performance Scale were inconsistent (ICC = 1.00, Cronbach’s α = .58). Conclusion: The results of this study can guide clinicians in selecting reliable psychosocial measures for their clients diagnosed with developmental disabilities. However, caution must be taken when interpreting these results as the specific developmental disability was unknown. Although there are many commonalities, there are also many differences between each disorder that were not examined in this study.
","abstract_html":"<p>Introduction: Neurodevelopmental disabilities have been increasing over time, therefore there is an amplified need for psychometrically sound measures of psychosocial well-being to assist in proper diagnosis and treatment planning. This study aimed to evaluate the test-retest reliability and internal consistency of six measures of psychosocial well-being in a group of adolescents diagnosed with developmental disorders. Methods: Thirty-five adolescent students’ ages 14 to 22 with developmental disabilities, 35 parents, and 3 teachers anwered surveys measuring psychosocial well-being. Test-retest reliability was measured using the intraclass correlation coefficient, and internal consistency was measured using Cronbach’s α. Results: The total scores of the Asher Loneliness Scale (ICC = .73, Cronbach’s α = .75), Fear Survey Scheduled for Children-Revised (ICC = .85, Cronbach’s α = .97), Multidimensional Students Life Satisfaction Scale (ICC = .78, Cronbach’s α = .82), Strengths and Difficulties Questionnaire, parent version (ICC = .88, Cronbach’s α = .78), Strengths and Difficulties Questionnaire, teacher version (ICC = .70, Cronbach’s α = .86), and the Student Teacher relationship Scale (ICC = .88, Cronbach’s α = .86) produced adequate test-retest reliability and internal consistency. Results for the Academic Performance Scale were inconsistent (ICC = 1.00, Cronbach’s α = .58). Conclusion: The results of this study can guide clinicians in selecting reliable psychosocial measures for their clients diagnosed with developmental disabilities. However, caution must be taken when interpreting these results as the specific developmental disability was unknown. Although there are many commonalities, there are also many differences between each disorder that were not examined in this study.</p>","abstract_has_math":false,"creators":["Zellmer, Lauren"],"institution":null,"degree_name":"Psy.D. Doctor of Clinical Psychology","degree_level":"Dissertation - Public Access","degree_discipline":"Clinical Psychology","degree_department":null,"school":null,"contributors":["Elizabeth Lane, Ph.D.","Eric Rosen, Ph.D.","Eric Storch, Ph.D."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-06-01T07:00:00Z","date_published":"2019-06-01T07:00:00Z","updated_at":"2026-07-24T03:21:46Z","subjects":["Clinical Psychology","Educational Assessment, Evaluation, and Research"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/379","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Elizabeth Lane, Ph.D.","Eric Rosen, Ph.D.","Eric Storch, Ph.D."]},{"key":"dc:creator","label":"Author","values":["Zellmer, Lauren"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-05-27T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Clinical Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Psy.D. Doctor of Clinical Psychology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Clinical Psychology","Educational Assessment, Evaluation, and Research"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/379"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Introduction: Neurodevelopmental disabilities have been increasing over time, therefore there is an amplified need for psychometrically sound measures of psychosocial well-being to assist in proper diagnosis and treatment planning. This study aimed to evaluate the test-retest reliability and internal consistency of six measures of psychosocial well-being in a group of adolescents diagnosed with developmental disorders. Methods: Thirty-five adolescent students’ ages 14 to 22 with developmental disabilities, 35 parents, and 3 teachers anwered surveys measuring psychosocial well-being. Test-retest reliability was measured using the intraclass correlation coefficient, and internal consistency was measured using Cronbach’s α. Results: The total scores of the Asher Loneliness Scale (ICC = .73, Cronbach’s α = .75), Fear Survey Scheduled for Children-Revised (ICC = .85, Cronbach’s α = .97), Multidimensional Students Life Satisfaction Scale (ICC = .78, Cronbach’s α = .82), Strengths and Difficulties Questionnaire, parent version (ICC = .88, Cronbach’s α = .78), Strengths and Difficulties Questionnaire, teacher version (ICC = .70, Cronbach’s α = .86), and the Student Teacher relationship Scale (ICC = .88, Cronbach’s α = .86) produced adequate test-retest reliability and internal consistency. Results for the Academic Performance Scale were inconsistent (ICC = 1.00, Cronbach’s α = .58). Conclusion: The results of this study can guide clinicians in selecting reliable psychosocial measures for their clients diagnosed with developmental disabilities. However, caution must be taken when interpreting these results as the specific developmental disability was unknown. Although there are many commonalities, there are also many differences between each disorder that were not examined in this study.
"]},{"key":"dc:title","label":"Title","values":["Test-Retest Reliability and Internal Consistency of Childhood Measures of Psychological Development in Adolescents with Developmental Disorders"]}]}],"canonical_facts":{"dc:contributor":["Elizabeth Lane, Ph.D.","Eric Rosen, Ph.D.","Eric Storch, Ph.D."],"dc:creator":["Zellmer, Lauren"],"dc:date.available":["2019-05-27T07:00:00Z"],"dc:description.abstract":["Introduction: Neurodevelopmental disabilities have been increasing over time, therefore there is an amplified need for psychometrically sound measures of psychosocial well-being to assist in proper diagnosis and treatment planning. This study aimed to evaluate the test-retest reliability and internal consistency of six measures of psychosocial well-being in a group of adolescents diagnosed with developmental disorders. Methods: Thirty-five adolescent students’ ages 14 to 22 with developmental disabilities, 35 parents, and 3 teachers anwered surveys measuring psychosocial well-being. Test-retest reliability was measured using the intraclass correlation coefficient, and internal consistency was measured using Cronbach’s α. Results: The total scores of the Asher Loneliness Scale (ICC = .73, Cronbach’s α = .75), Fear Survey Scheduled for Children-Revised (ICC = .85, Cronbach’s α = .97), Multidimensional Students Life Satisfaction Scale (ICC = .78, Cronbach’s α = .82), Strengths and Difficulties Questionnaire, parent version (ICC = .88, Cronbach’s α = .78), Strengths and Difficulties Questionnaire, teacher version (ICC = .70, Cronbach’s α = .86), and the Student Teacher relationship Scale (ICC = .88, Cronbach’s α = .86) produced adequate test-retest reliability and internal consistency. Results for the Academic Performance Scale were inconsistent (ICC = 1.00, Cronbach’s α = .58). Conclusion: The results of this study can guide clinicians in selecting reliable psychosocial measures for their clients diagnosed with developmental disabilities. However, caution must be taken when interpreting these results as the specific developmental disability was unknown. Although there are many commonalities, there are also many differences between each disorder that were not examined in this study.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/379"],"dc:subject":["Clinical Psychology","Educational Assessment, Evaluation, and Research"],"dc:title":["Test-Retest Reliability and Internal Consistency of Childhood Measures of Psychological Development in Adolescents with Developmental Disorders"],"thesis:degree_discipline":["Clinical Psychology"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Psy.D. Doctor of Clinical Psychology"]},"updated_at":"2026-07-24T03:21:46Z"}